Templates

Course-based curriculum deconstruction begins with content matter experts first identifying the main goal of the course. The next step is to then identify the course domains or categories and then break them down into sub-domains and individual knowledges, skills, and abilities (KSAs).

KSAs should be identified based on industry needs as well as program pre-requisite curricular needs. The KSAs are then used to build learning objectives and course competencies on the Deconstruction Document.

Together, course leads with instructional designers will work together to plan out the course by taking the course deconstruction and determining the best ways to convey the information to the student and the best way to assess student competency. The learning activities, formative assessments, instructional materials and summative assessments will all be planned out on the Learning Journey document.

In competency-based education assessment of competencies should be done using authentic assessments:

assessment of competencies in a manner that as closely as possible approximates the way in which that competency will be demonstrated in the individual’s professional and/or civic life.

Using the Course Competencies and Learning Objectives, we ask three key questions to identify what the authentic assessment should be:

1. What task should the student perform to indicate they mastered the competency and/or learning objective?

2. Where would they need to use these skills in the real world?

3. Does the Bloom's verb in the competency or learning objective match what the assessment is asking the student to do? A key part of competency-based education is transparency in how students are assessed for mastery.

Rubrics allow for an objective way to assess student performance, and provide the student with a clear picture of what is expected prior to completing an assignment. Two examples of assessment rubrics that can be employed to gauge student performance are the Single Point Mastery Rubric and Analytic Rubric.

The syllabus should include standard campus policies such as learning accommodations, tutoring, academic integrity, Title IX, etc.

For PBE specific policy, the syllabus should contain information on required technology for a home lab, attendance/participation, communicating with the instructor, PBE grading policy, mastery assessment attempts policy, and mastery assessment grade carryover policy.